Although the issue of teacher training has often dominated the education agenda in Britain and the US, it has rarely attracted the kind of attention it deserves in this State. The draft report from the Department of Education review group on primary teacher training - reported in today's editions - underlines how the last wave of reform dates back a quarter century to the mid-1970's. There is much ground to make up, given the changes in the value system of this society and, not least, the introduction of the new revised Primary Curriculum last year.
The draft report from the Working Group on Primary Preservice Teacher Education is an impressive and thought-provoking document. It demolishes the notion that all good teachers are born and not made. And it clearly bespeaks impatience for a radical overhaul of teacher training in this State.
Its main recommendation - the extension of the B.Ed. degree from three to four years - presents policy makers with an awkward dilemma. The acute shortage of primary teachers, caused by very poor strategic planning, means there are already over 1,200 unqualified teachers working in primary schools. An extension of the B.Ed course would compound the difficulty in the short-term, since there would have to be one year when no graduates emerge from the teacher-training courses.
The reality, however, is that the Government has no real choice but to embrace the recommendation. As is clear from the report, teacher-training courses are often hopelessly overcrowded, despite some sterling work by the individual colleges. The new curriculum with its emphasis on science, the environment, the arts, personal education and other subjects means there is more for students to learn and absorb. A four-year cycle is the only option.
The report's recommendations in respect of the postgraduate diploma programme in primary teaching are also timely. At a time when the demand for primary teaching continues to outstrip supply, it makes sense to give preference to those with knowledge and skills, such as science, which are needed in primary schools. The further development and expansion of the postgraduate programme is a sensible way to alleviate the teacher shortage and expand the skills pool within primary teachers.
To his credit, the Minister for Education, Dr Woods, last week advertised 280 places on new courses for graduates. This means that almost 1,000 places are now available on primary teaching postgraduate courses.
For its part, the draft report is at its most challenging when it considers the issue of specialisation. Should every teacher be expected to teach every subject? Or should teachers concentrate on specific subjects? The report sees benefits both in the current system where primary teachers teach all subjects and a new regime where the expertise of one teacher - in, for example, science, art or music - is available to several classes in the school.
The draft prepared by Dr Thomas Kellaghan and a working party comprised of the education partners, charts a new course for teacher training in this State. The response of policy makers will shape the future of primary teaching in this State for the next 40 years.